Biguerlai Tea Working

Schools

Excuse me, but I think the solution of these problems both in
for different ways, a bit 'like in swimming lessons: who does the
courses to learn to swim and have fun in the water of seas, lakes and
... rivers and those who swim, training for many hours a day,
within companies' sports, preparing for competitions
provincial, the regional, national teams, the Europeans and the Olympics.

Basically you have to identify two paths:
1) who will not make a suitable 'music his life and his craft
, creating high schools for special music, just about winning and effective model
(emphasize winning and effective ) of
medium to address musical instruments a few (4 or 8),
teachers if we want a little 'spin doctors' (after a few years, if you will, one learns,
providing systematic training courses, also to lead and prepare the material
for the ensemble music) and introducing
high school teacher of music as the medium: thus institutionalizing
in all secondary schools the figure of the professor of music and
at least one course in musical direction (say in high schools, but '
would be ideal in all secondary schools: why' one that will '
engineering should not enjoy the legal benefits that generates
exposure to the "cultured" music?)

2) a path capable who can show 'propensity for studies aimed at
professionalism, providing a limited number of high schools necessarily
music and dance, in regional (like
I know the hotel), which carry out the functions and tasks
that should be abandoned by the current Conservative instead
university would become 'full-time. In this type of institutions
should certainly solve the problems highlighted by Mario
dishes, but 'more' they 'were less
or should be addressed in the current conservative. A number of
much reduced (compared to high school with musical direction) of these institutions
justify a body more teachers' ... full-bodied, satisfying
-disciplinary training required more 'capillaries. In an address what
Music 'would be inconceivable for the loading
of teachers, both hourly load on the students who want to play
purposes only "cultural", and little motivation to investigate specific aspects
too.

option for one or the other path should be carried out during
middle school (from what 'it follows the onerous responsibility'
for teachers of this category of education - that is' us - to convey
and guide the various students in their path towards the more 'suitable
)


So much for what' and that '"downstream" of medium to address
music.

course, all schools of medium size (even more '
for a district) should have at least one section of
musical instrument.

for what it is' "upstream" instead:

3) the institutionalized in kindergarten
introductory course in music, taught by teachers teaching in schools specializzatisi
with at least a figure
specialist in each school.

4-A) by institutionalized in the primary school level I
of preparatory courses in music, taught by teachers teaching in schools
specializzatisi
4-B) establishment of courses
model based on the preliminary instrumental (repeat winner and effective) the average trust in teachers specialized in teaching
instrument.

5) For everything about everything 'and that' upstream, downstream and in plain
:-), diffusion,
in all levels of education, historical tradition of choral practice
(avoiding possibly the songs of the Sanremo Festival and the like,
who do not need to be disseminated and promoted).

6) Establishment of choirs, orchestras, university of brassband,
providing specific funds in the budgets of the universities for those who organize and direct the
(or graduate students in the direction
orchestra and choir)

These in my opinion the main points for putting a reform
serious musical studies in our country.
should start with pilot projects and gradually increase the
social reality ', but not left to chance and benevolence (or
goods') as is the case of trade unions and CSA for medium to address
music, but with a scheduled plan introductions to
specified.
The plan could have a twenty-year time frame implementing
(most times 'seem to me short irrelastici)

Needless to say, it would take money and the will' spend it well.

but I doubt 'that the current political class, sbracata and arruffona,
able to have the cultural, moral and institutional (
substance in the balls, the desire, foresight) to design,
accept, promote and implement a reform of such scope.
I also doubt that many counselors and Consigliori of our industry,
above all those who hang out in the undergrowth of the ministries, are able to not fall in Italian
temptation to pull water to their mill
if not worse.

However, we should all strive to support such an idea,
without internal divisions and reconcile the various pressures and demands
up to, "exploiting" the best skills of
Coordination of Codim of Siem, School of Education, the Conservatives
and all those who wish to contribute to
make a real bill.
"If the law does not make it, we can make it alone" should be the motto
.
And then push on all political points of reference so that possible '
support this initiative, publicizing those in favor and against queli
disgraced carpet.

This would be a huge challenge ... Musicians-
lawyers come forward too.

I take this opportunity to wish everyone happy holidays

PS. Among the many stupid things to be corrected by us in Italy (given the climate
):
year teaching should be the same with the solar year (sic) with the
school beginning January 15 and ends Dec. 15, with
suspension of classes during the summer months (July and August), with prompt resumption
in September and close to the final exams in the cool months:
think of a violin or diploma in composition (with its beautiful
tests to 36 hours) but also an examination of maturity '
made in the month of November or December and not in July with 40 degrees shade.
too, would benefit only and no contraindications (if you think about it on
). I have personally experienced in a school in
past. Works great.
But this is' another story ...

Daniel Lonergan